")!307)90!2!1647#)(#0%21$6(!h!2!7<$*$72
äD%0*_!@>A>_!F0%(<$*D_!R>_!F)2<(EF)ã(#$B6_!Q>_!K0%32%(_!=>_!H2B_!Q>![+,-+^>!/%):066$)*2! 0"#*)?&'(A?-"B"LAO ! gl _!P_!-]dE-]\>! H2B_!Q>_!i27)366)*_!S>_!A$*&D%0*_!">![+,-+^>!!5$(06!):!12662D0!h!*)Y$70!6(B&0*(6Ä!0c10%$0*70!):!307)9$*D! 1647#)(#0%21$6(6>! 0"#*)?&'(A?-"B"LAO ! gl _!P_!]gE.g>! "*0 ! Postgraduate psychotherapy education combines teaching of theoretical knowledge, applied clinical experience as well as clinical practice under supervision. In an ongoing naturalistic study, the interplay between learning declarative and procedural knowledge and the development of a professional identity as a psychotherapist are investigated. =&.4$'2 Two educational programs, both located at the Department of Psychology, Stockholm university, are evaluated: A postgraduate psychotherapy education program and the psychotherapeutic training taught during the later part of the MSc Psychology education program. Much of the skills formed during the training concerns acquiring a procedural clinical knowledge. At the same time the process of developing a psychotherapeutic identity is very much linked to the capacity to form working alliances with patients, supervisors, and teachers. However, these complex interactive processes have to be studied systematically in order to improve the effectiveness of education programs. The processes of learning procedural knowledge and the communicative aspects of the education are investigated by means of interviews, questionnaires, student written summing-ups after psychotherapies and performance measures. Students, supervisors, teachers, and patients are studied before, during and after the educational programs. Conclusions can be drawn on how to further develop the education for becoming a competent psycho-therapist by comparing the groups at two different levels of education program. G$#.1/.\!
Stephan Hau, Prof. PhD, Department of Psychology, Stockholm university Gunnel Jacobsson, PhD, Department of Psychology, Stockholm university
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